Lesson on the development of speech in the senior group “Composing a story on a given topic.

MDOU "Kindergarten No. 14-

combined type"

Kursk region, Zheleznogorsk

educator

Pokalenko N.Yu.

Integration educational areas: Communication, Cognition, Artistic work.

Tasks:

1. Introduce children to some features of the life of a hare;

2. Learn to name wild animals and their cubs.

3. To form the ability to make descriptive sentences about the animal; fix terminology: word, sentence; activate student vocabulary.

4. Improve the skill of changing nouns by number and gender, changing nouns by cases: in the nominative, genitive plural;

5. Cultivate interest in the world around.

Methodical methods: game situation, conversation-dialogue, writing a story, physical education session "Hares", productive activities of children.

Progress:

Organizing time

Guys, look, a guest came to us - a hare. And his name is Romka.

Bunny has ears

stick out on top,

He loves delicious

cabbage leaf.

Runs fast

and jumps smartly

All because

he eats carrots!

Conversation with children.

Let's take a look at it. What is he? (nimble, long-eared, cowardly, fluffy, oblique)

Did you know that a hare is called cowardly in vain. If he falls into the paws of a predator, then he can push off with his paws so strongly that he can injure his enemy. And they call him oblique not because the eyes of the hare are crossed. Not at all, his eyes are all right. The fact is that hunters noticed a long time ago that the hare does not jump in a straight line, but in jumps: now to the right, then to the left. That is why they called the hare oblique.

What is a rabbit's coat? (Fluffy, white, soft). Why does a rabbit need to change coat color? (He disguises himself, merges in color with the snow, and the new fur coat is warmer). But not only hares change their fur. All animals wear a winter, warmer coat for the winter.

Let's try to make sentences about the hare. (Composing a sentence and then dividing it into words).

Or maybe we can make up a story about a hare? (Composing a story)

Let's play bunnies.

Physical education "Hares"

Jumping, jumping in the woods (jumping in place)

Hares are gray balls. (hands near the chest, like paws of hares, jumping)

Jump - jump, jump - jump (jumps back and forth, back and forth)

The hare stood on a stump. (stand up straight, hands on waist)

He built everyone in order (turned the torso to the right, right hand to the side, then to the left and left hand to the side)

Began to show charging.

Once! Everyone walks in place. (steps in place)

Two! Hands wave together, (hands in front of you, scissors movement)

Three! Sit down, stand up together. (sit down, get up)

Everyone scratched behind the ear. (scratch behind ear)

On the "four" stretched. (arms up, then on the belt)

Five! Bent over and bent over. (bend over, lean forward)

Six! Everyone stood in a row again, (stand up straight, lower your hands)

They marched like a squad. (steps in place)

Vocabulary work.

And now I invite you to the forest, to visit the hares. And maybe we will meet other animals. We walk through the forest and met ... (show the picture) a fox. Let's work according to the scheme and name the name of an adult animal, a cub and several cubs (pictures of animals were used)

Fox (fox - cubs),

Wolf (wolf cub - cubs),

Duck (duckling - ducklings),

Mouse (mouse - mice),

Elk (calf - moose).

(Pictures are posted on a magnetic board)

Well done, children. And let's play the game "Who is missing, who is gone?"

Rules of the game: Children close their eyes, and at this time the teacher removes one of the pictures. (Children open their eyes and listen to the question of the teacher. It is necessary to answer the question correctly. For example: Who is missing? - the cubs are gone. Who is gone? - the cubs are gone.)

Well done boys.

Practical activity - designing from paper.

And now it's time for our bunny to run home, but I suggest we make a souvenir for ourselves: a paper bunny. It will remind you of today's journey. (Children make a hare: the body is made from a rectangular sheet of paper, which is folded into a cylinder and glued together. We glue ears and paws to such a cylinder. Draw a muzzle with a felt-tip pen)

Let's put the bunnies in the clearing and admire them.

Thank you for your work!

The formation of coherent speech is one of the most important tasks of working with preschoolers. Practice shows that on their own, without special training, children cannot master such a complex type of speech activity as contextual, descriptive-narrative speech, since psychologically it is considered more complex than colloquial-everyday speech.

There are a number of methods methodological developments, scientific papers, articles on the development of speech of preschoolers (A.M. Borodich, L.N. Efimenkova, V.P. Glukhov, V.I. Seliverstov, T.B. Filicheva, G.V. Chirkina, E.I. Tikheeva, A. V. Yastrebova, V. V. Vorobieva, T. A. Tkachenko, E. M. Mastyukova, T. V. Tumanova, etc.).

Each child must learn to express his thoughts in a meaningful, grammatically correct, coherent and consistent way. At the same time, children's speech should be lively, direct, expressive.

Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the logic of the child's thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By the way a child knows how to build his statement, one can judge the level of his speech development.

The success of teaching children at school largely depends on the level of mastery of coherent speech. Perception and reproduction of textual educational materials, the ability to give detailed answers to questions, to express one's own opinions independently - all these and other educational activities require a sufficient level of development of coherent speech.

The ability to tell helps the child to be sociable, overcome silence and shyness, develops self-confidence.

Under coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Connected speech- this is a single semantic and structural whole, including interconnected and thematically united, complete segments.

Connected speech is not just a sequence of words and sentences, it is a sequence of thoughts related to each other, which are expressed in exact words in well-formed sentences.

The concept of "coherent speech" refers to both dialogic and monologic forms of speech. Each of them has its own characteristics.

Flow form dialogical speech encourages incomplete, monosyllabic answers. Incomplete sentence, exclamation, interjection, bright intonational expressiveness, gesture, facial expressions, etc. - the main features of dialogical speech. For dialogic speech, it is especially important to be able to formulate and ask a question, in accordance with asked question build an answer, give the necessary remark, supplement and correct the interlocutor, argue, argue, more or less motivated to defend one's opinion.

monologue speech how the speech of one person requires unfolding, completeness, clarity and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the ability to focus one's thoughts on the main thing, not to get carried away by the details and at the same time speak emotionally, vividly, figuratively.

Maincharacteristics of a connected expanded statement:

Thematic and structural unity;
- adequacy of the content to the set communicative task;
- arbitrariness, planning and conciseness of presentation;
- logical completeness;
- grammatical coherence;
- comprehensibility for the interlocutor.

Target speech development of preschool children - the formation of not only correct, but also good oral speech, taking into account their age characteristics and capabilities.

The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics that determine the nature of the methodology for their formation.

The development of both forms of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech. Connected speech incorporates all the achievements of the child in mastering the native language, its sound system, vocabulary, and literate system.

Coherent speech performs the most important social functions: it helps the child to establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

Learning coherent speech has an impact on aesthetic education: retelling literary works, independent children's compositions develop figurativeness and expressiveness of speech.

Requirements for children in speech activity:

Meaningfulness, i.e. full understanding of what they are talking about;
- Completeness of transmission, i.e. the absence of significant omissions that violate the logic of presentation;
- Subsequence;
- Wide use of vocabulary, phrases, synonyms, antonyms, etc.;
- The correct rhythm, the absence of long pauses;
- Culture of presentation in the broad sense of the word:
- the correct, calm posture during the statement, addressing the audience,
- intonation expressiveness of speech,
- enough volume
- intelligibility of pronunciation.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

By the end first year life - the beginning second year life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life do words begin to serve as designations for the baby for the subject. By the end of the second year of a child's life, words begin to take shape grammatically.

On the third year In life, both understanding of speech and active speech develop rapidly, vocabulary increases dramatically, and the structure of sentences becomes more complicated. Children use the original form of speech - dialogical, which is associated with the practical activities of the child and is used to establish cooperation in joint subject activities.

Program kindergarten provides for teaching dialogic and monologue speech. Work on the development of dialogic speech is aimed at developing the skills necessary for communication. Dialogic speech is a particularly vivid manifestation of the communicative function of language.

Consider the content of the requirements for dialogic speech by age groups.

In early age groups the task is to develop understanding of speech and use the active speech of children as a means of communication. Children are taught to express requests and desires in a word, to answer some questions from adults (Who is this? What is he doing? What? What?). They develop the initiative speech of the child, encourage him to turn to adults and children on various occasions, form the ability to ask questions.

In junior preschool age the educator should ensure that each baby easily and freely enters into communication with adults and children, teach children to express their requests in words, clearly answer adults' questions, and prompt the child to talk with other children.

You should cultivate the need to share your impressions, the habit of using simple formulas speech etiquette (hello, say goodbye in kindergarten and family), talk about what you did, how you played, encourage children to try to ask questions about their immediate environment (Who? What? Where? What is he doing? Why?).

Middle preschool age children are taught to willingly communicate with adults and peers, answer questions and ask them about objects, their qualities, actions with them, relationships with others, support the desire to talk about their observations and experiences.

The teacher pays more attention to the quality of the children's answers: he teaches to answer both in a short and in a common form, without deviating from the content of the question. Gradually, he introduces children to participate in collective conversations, where it is required to answer only when the teacher asks, listen to the statements of comrades.

The education of a culture of communication continues: the formation of skills to greet relatives, friends, group mates, using synonymous etiquette formulas (Hello! Good morning!), answer the phone, not interfere in the conversation of adults, engage in conversation with strangers, meet a guest, communicate with him.

Forms of organizing the teaching of coherent speech for children in senior and preparatory groups can be different: classes, games, excursions, observations.

Tasks and content of teaching monologue speech.

They are determined by the peculiarities of the development of coherent speech of children and the peculiarities of the monologue statement.

There are types of monologues:

Description is a characteristic of an object.
Narration is a connected story about some events.
reasoning- This is a logical presentation of the material in the form of evidence.
retelling- this is a meaningful reproduction of a literary sample in oral speech.
Story- this is an independent detailed presentation by the child of a certain content.

In age groups, these types of monologue speech occupy a different place.

AT early age prerequisites for the development of monologue speech are created. In the third year of life, children are taught to listen and understand the content available to them. short stories and fairy tales, repeat by imitation individual remarks and phrases. In 2-4 phrases, talk about the picture or what you saw on the walk.

Purposeful learning of coherent monologue speech begins in second junior group. Children are taught to retell fairy tales and stories that are well known to them, as well as to tell from visual material (description of toys, storytelling from a picture with a plot close to childhood experience - from the series “We are playing”, “Our Tanya”). The educator, through the dramatization of familiar fairy tales, teaches children to make statements and narrative type. He tells the child the ways of connections in the sentence, sets the scheme of statements (“The bunny went ... There he met ... They became ...”), gradually complicating their content, increasing the volume.

In individual communication, children are taught to talk about topics from personal experience (about their favorite toys, about themselves, about their family, about how they spent the weekend).

AT middle group children retell the content of not only well-known fairy tales and stories, but also those that they heard for the first time. In storytelling from a picture and a toy, children first learn to build statements of a descriptive and narrative type. Attention is drawn to the structural design of descriptions and narratives, an idea is given of the different beginnings of stories (“Once”, “Once”, etc.), the means of connection between sentences and parts of a statement. An adult gives the children an idea and offers to fill it with content, to develop the plot ("Once ... the animals gathered in the clearing. They became ... Suddenly ... The animals took ... And then ...").

It is necessary to teach children to include elements of descriptions in the narrative. actors, nature, dialogues of the heroes of the story, accustom to the sequence of storytelling. By the end of the year, with the help of a teacher, children are able to compose a story based on a series of plot pictures: one child tells one picture at a time, the other continues, and the teacher helps to connect the transitions from one picture to another (“And then”, “At this time”, etc.). P.).

With systematic work, children can make up short stories from personal experience, first based on a picture or a toy, and then without relying on visual material.

If a monologue speech develops in the education of children, then one of the conditions for the development dialogical speech is the organization of the speech environment, the interaction of adults with each other, adults and children, children with each other.

The main method of formation dialogical speech in everyday communication is the conversation of the educator with the children. effective method is also didactic game, an outdoor game, the reception of verbal instructions, joint activities and specially organized speech situations are used.

The work on the development of coherent speech is time-consuming and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on the speech of children. In this regard, his own speech should be clear, grammatically correct, emotional.

However, the ongoing work in the kindergarten is not enough. It must be supplemented and homework with baby.

The sequence of work on connected speech:

Education of understanding of coherent speech;
- education of dialogic coherent speech;
- education of monologue coherent speech:
- work on the retelling;
- work on compiling a story-description;
- work on compiling a story based on a series of plot pictures;
- work on compiling a story based on one plot picture;
- Work on your own story.

Methods of work on the formation of coherent speech.

1. Conversation with a child using colorful pictures, expressive intonation, facial expressions, gestures.

2. Reading stories or fairy tales.

An adult can ask questions about the content of the story to clarify the child's understanding of causal relationships (Why did this happen? Who is to blame? Did he do the right thing? Etc.) Understanding the meaning of the story is also evidenced by the ability to retell it in your own words.

3. Conversation (dialogue).

You can talk on various topics: about books, films, excursions, and it can also be conversations based on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow the course of his thought. In a conversation, the questions of an adult should become more complicated gradually, as well as the answers of children. We start with specific questions that can be given one option for a short answer, gradually complicating the questions, and requiring more detailed answers. This is done with the aim of a gradual and imperceptible transition to monologue speech for the child.

An example of a "complicated" conversation.

What animals do you see in this picture?
- Wolf, bear and fox.
- What do you know about the wolf?
- He is gray evil and lives in the forest. He also howls at night.
- What can you say about a bear?
- He is big, brown, winters in a den.
- What do you know about the fox?
- She is very sly, red-haired and has a big fluffy tail.
- Where did you see these animals?
- In the zoo, where they live in cages.
- What fairy tales do you know about a bear, a fox, a wolf? etc.

4. Writing a descriptive story.

The child masters the first skills of a coherent presentation of thoughts “on one topic”, at the same time he learns the signs of objects, and, consequently, the vocabulary expands.
To enrich vocabulary, it is very important to preparatory work to the compilation of each story-description, reminding the child of the signs of the objects described.
First, describe single objects, and then move on to comparative descriptions of homogeneous objects, learn to compare animals, fruits, vegetables, trees, etc.

An example of compiling a descriptive story according to the scheme.

5.Drawing up a story based on a series of plot pictures.

The number of plot pictures in the series is gradually increasing, and the description of each picture becomes more detailed, consisting of several sentences.
As a result of compiling stories based on a series of pictures, the child must learn that stories must be built in strict accordance with the sequence of pictures, and not according to the principle “What is the first thing you remember, talk about it.”

Examples of a series of plot pictures.

6. Drawing up a story based on a plot picture.

When compiling a story based on one plot picture, it is very important that the picture meets the following requirements:

It should be colorful, interesting and attractive to the child;
- the plot itself should be understandable to a child of this age;
- there should be a small number of actors in the picture;
- it should not be overloaded various details that are not directly related to its main content.

It is necessary to invite the child to come up with a name for the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine their attitude towards it. Previously, an adult should think over the content of the conversation about the picture and the nature of the questions asked to the child.

Examples of plot pictures:

7.Retelling.

In the process of working on the retelling, the child develops and improves attention and memory, logical thinking, and an active vocabulary. The child remembers grammatically correct turns of speech, patterns of its construction. Acquaintance of the child with the information contained in stories and fairy tales, new to him, expands the range of his general ideas and contributes to the improvement of his monologue speech as a whole.

When working on a retelling of a specific text, you first need to expressively read or tell the child an interesting and accessible story in terms of content and then ask if he liked it.

You can also ask a few clarifying questions about the content of the story. Be sure to explain to the child the meaning of unfamiliar words. It is important to pay attention to the "beautiful" turns of speech. You can see the illustrations. Before re-reading the story, invite the child to listen to it carefully again and try to remember, and then retell it close to the original.

It is important to exercise the child in other types of retelling:

- Selective retelling. It is proposed to retell not the whole story, but only a certain part of it.

- Brief retelling . It is proposed, omitting less significant points and without distorting the general essence of the story, to correctly convey its main content.

- creative storytelling. The child needs to supplement the listened story with something new, add something of his own to it, while showing elements of fantasy. Most often, it is proposed to come up with a beginning or end to the story.

- Retelling without relying on visualization.

When evaluating the quality of children's retelling, it is important to consider the following criteria:

The completeness of the retelling;
- the sequence of presentation of events, compliance with cause-and-effect relationships;
- the use of words and turns of the author's text, but not a literal retelling of the entire text (retelling “in your own words” is also very important, indicating its meaningfulness);
- the nature of the sentences used and the correctness of their construction;
- the absence of long pauses associated with the difficulty of choosing words, building phrases or the story itself.

8. Self storytelling.

The transition to self-compilation of stories should be sufficiently well prepared by all previous work, if it was carried out systematically. Most often these are stories from the personal experience of the child. A story from personal experience requires the child to be able to independently select the right words, correctly build sentences, as well as determine and retain in memory the entire sequence of events. Therefore, the first small independent stories of children must necessarily be connected with a visual situation. This will “enliven” and supplement the child’s vocabulary necessary for compiling a story, create an appropriate inner mood in him and allow him to more easily follow the sequence in describing the events he has recently experienced.

Examples of topics for such stories can be the following:

A story about a day spent in kindergarten;
a story about the impressions of visiting the zoo (theater, circus, etc.);
a story about a walk in the autumn or winter forest.

Types of creative tasks included in classes on teaching various types of storytelling

T.A. Tkachenko offers a method for the formation of coherent speech in children with general underdevelopment speech. She highlights two main assets, facilitating and guiding the process of formation of a detailed semantic statement in a child:

visibility;
- modeling of the utterance plan.

The methodology uses exercises that are arranged in order of increasing complexity with a gradual decrease in clarity and “folding” of the utterance plan.

T.A. Tkachenko proposes the following order of work on the development of coherent speech.

1. Reproduction of a story based on the demonstrated action.

Here, visualization is presented to the maximum: in the form of objects, objects and actions with them, directly observed by children. The plan of the statement is the order of actions performed in front of the children. Required speech means children are given a sample of the speech therapist's story.

2. Compiling a story based on the demonstrated action. The visibility and plan of the statement are similar to those used at the previous stage; complication is achieved due to the lack of a sample story, which, in addition, allows you to diversify the lexical and grammatical content of coherent speech.

3. Retelling a story using a flannelgraph. In this type of storytelling, direct actions with objects and objects are replaced by actions on a flannelgraph with subject pictures; the storytelling plan is provided by the order of the pictures, sequentially displayed on the flannelgraph.

4. Retelling of the story with visual support in the form of a series of plot pictures. Visualization is represented by objects, objects and actions with them depicted in plot pictures; their sequence serves at the same time as the plan of the utterance; a sample story of a speech therapist gives children the necessary speech means.

5. Drawing up a story based on a series of plot pictures. The visibility and plan of the statement are provided by the same means as in the previous stage; complication is achieved due to the lack of a sample of the speech therapist's story.

6. Retelling of the story with visual support in the form of one plot picture. Visibility is reduced due to the lack of visible dynamics of events: children observe, as a rule, the final stage of actions; modeling the plan of the story is achieved by using a sample of a speech therapist and his question plan.

7. Compilation of a story based on one plot picture. The absence of a pattern further complicates the task of compiling a coherent statement. At this stage, the prerequisites are created and it is possible to start working on creative storytelling.

8. Comparison of objects and objects with the help of auxiliary means(schemes for compiling descriptive and comparative stories).

9. Description of objects and objects with the help of auxiliary means.

Lesson examples

Lesson #1

Topic: Reproducing a story based on a demonstrated action

Goals. To teach children to answer the question in detail, with a full answer - a phrase of 3-4 words; retell the text, composed of 3-4 simple sentences, with visual support in the form of observed objects and actions with them; develop children's attention.

Course progress. The lesson begins (as well as 3 subsequent ones) with a “performance” played by a boy and a girl from the kindergarten group. The speech therapist discusses all the actions of the "artists" with them in advance. The rest of the children are watching the actions of the boy and the girl, sitting on the chairs.

The story of the game

Tells an adult at the end of the performance.

Katya and Misha entered the group. Misha took the typewriter. Katya took a Barbie doll. Misha drove the car. Katya was combing a Barbie doll. The children were playing.

Questions for the story

The answer is given in a complete sentence.

Who is in the group? - Where did the children go? - What did Misha take? - Who did Katya take? - What did Misha ride? - Who was combed by Katya?

At the very beginning of learning the question “what did you do?” should be avoided as it is difficult for children to answer.

Exercises

1. Analysis of the sentence in order to include or not include it in the story

An adult pronounces a sentence and invites the child to guess whether it fits this story or not.

Katya sat down on the carpet. Misha had breakfast for a long time.

Misha crawled on the carpet. Mom bought Katya a hat.

Misha has a cat. Katya loves her dog.

Misha loves cars.

2. Establishing the order of sentences in the story

An adult pronounces pairs of sentences and invites the child to determine which the sentence should follow in the story earlier, and which one later.

Katya took the doll. Katya joined the group.

Katya combed the doll. Katya took the doll.

Misha took the typewriter. - Misha rolled the car.

Each pair of sentences must be pronounced by the child.

3. Selection of supporting verbs from the story and establishing their sequence

An adult invites the child to choose words from the story - the names of actions (entered, took, took, rolled, combed, played), and then say which action was performed earlier, which later:

combed - entered

took - rolled

played - logged in

combed - took

4. Retelling the story entirely from memory or using a picture

The adult should encourage the child to include any additions and clarifications as they relate to the story.

5. The results of the lesson.

Lesson #2

Topic: Drawing up a story in the wake of the demonstrated action

Goals. To teach children to answer the question with a phrase of 3-5 words, building it in full accordance with the word order in the question. Learn to combine phrases into a story of 4-5 sentences with visual support in the form of natural objects and actions with them.

Course progress. The lesson starts with watching a play. Children watch how 2 "artists" perform actions in the locker room that were previously agreed with them by a speech therapist. Since in this lesson the children do not retell the finished story, but compose it themselves, at the beginning they answer questions about the “performance” they have watched.

Questions

(The questions use the names of the children who participated in the acting out of the scene.)

Where did Masha and Vitya go? - What did Vitya discover? - What did Vitya get?
- What did Vitya wear? - What did Masha discover? - What did Masha get?
- What did Masha wear? - What did Masha tie?

And so on, in accordance with the actions taken.

Exercises

1. Drawing up a story in the wake of the demonstrated action

The adult invites the child to remember what they observed in the lesson, what questions the speech therapist answered. After repeating the supporting questions, you can invite the child to compose a story.

sample story

The sample is given in case of difficulties for the child in compiling the story.

Masha and Vitya entered the locker room. Vitya opened the locker and took out overalls. Vitya put on his overalls and zipped them up. Masha opened the locker and took out her shoes. Masha tied her shoelaces (laced up her boots). The children were going for a walk.

2. Analysis of the sentence in order to include or not include it in the story

Vitya has a new overalls. Masha has a bicycle.

Masha sat down on a bench. Vitya drank the juice.

Vitya stood near the locker. Masha put on a hat.

Vitya put on his boots. Etc.

3. Vocabulary work

Clarification of the meaning of some verbs:

to tie, dress (someone),

fasten, put on (on oneself, on someone),

lace up, fake (something).

Word selection.

What can be tied? fasten? lace up?

Who can be dressed up? Who to wear? What to put on?

4. Identification of words denoting action and restoration of the story based on these key words:

entered, opened, took out, put on, buttoned up, opened, took out, tied up, laced up.

5. Adding a sentence logically related to the previous one

Victor opened the locker. ... Masha took out her boots. ...

Masha and Vitya entered the locker room. ... Vitya fastened the zipper. ...

6. The results of the lesson.

In conclusion, I would like to remind once again that it is in coherent speech that all the speech “acquisitions” of the child are most clearly manifested: the correctness of pronunciation, the richness of the vocabulary, the possession of grammatical norms of speech, its figurativeness and expressiveness.

In order for a child’s coherent speech to be able to acquire all the qualities necessary for it, it is necessary to consistently go with him through the entire complex, interesting and quite accessible path for him.

For the effective formation of coherent speech, it is necessary to enrich not only linguistic, but also objective reality. It is advisable to use bright visual design, a variety of methods and techniques in the classroom and in free activities, to consolidate the coherent speech skills acquired by children in the classroom in their daily lives.

In kindergarten, the task of forming coherent speech in children can be successfully solved if general educational tasks are jointly implemented, with close continuity in the work of teachers and parents.

Bibliography

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15. Filicheva T.B., Tumanova T.V., “Improvement of coherent speech”, Moscow, 1994
16. Filicheva T.B., Cheveleva N.A., Chirkina G.V., Fundamentals of speech therapy, Moscow, 1989
17. Filicheva T.B., Chirkina G.V., “Preparation for school of children with general underdevelopment of speech in a special kindergarten”, M., 1993
18. Filicheva T. B., Chirkina G. V., Tumanova T. V., “Children with general underdevelopment of speech. Education and training”, Moscow, 1999
19. Konovalenko V. V., Konovalenko S. V., “Frontal speech therapy classes in senior and preparatory group for children with OHP. I, II, III periods”, Moscow, 2000.

Introduction

Children learn spoken language by imitating the language of others. Unfortunately, parents often forget about this and let the process of developing the baby's speech take its course. The child spends little time in the company of adults, sitting at the computer, watching TV or with his toys, which replace his parents' stories and fairy tales. As a result, by the time the child enters school, there are many problems.

Most often teachers elementary school face the following problems:

- monosyllabic, consisting only of simple sentences "situational" speech. Inability to grammatically construct a common sentence;

- poverty of speech. Insufficient vocabulary;

- abuse of slang (the result of watching television), the use of non-literary words and expressions;

- inability to formulate a question competently and in an accessible way, to give a short or detailed answer;

- lack of skills in building a monologue, for example, a plot or descriptive story on a proposed topic, retelling the text in your own words;

- inability to use intonation, adjust the volume of the voice and the pace of speech;

- bad diction.

Many parents rely on kindergarten to solve the problem of speech development, but, unfortunately, in many kindergartens this issue is not given enough attention.

This book contains materials intended not only for workers preschool institutions, educators and methodologists, but also for parents who want to independently engage in the development of the speech of their own children of preschool age.

The reader will find in the publication games, exercises, classes on the development of the sound, lexical and grammatical aspects of speech, special attention will be paid to the development of coherent monologue speech and the development of verbal creativity of preschoolers.

Speech development classes contribute to the improvement of all aspects of the child's speech activity. Thanks to them, the child develops a culture of speech and communication:

- the expressiveness of speech and the ability to correctly formulate one's thought is formed;

- the clarity of pronunciation of each word is developed, the skill correct setting stress in words, literacy, clarity of speech;

- vocabulary is enriched;

- the prerequisites for written speech are formed.

The solution of problems related to teaching the language and developing the speech of Russian-speaking children of younger, middle and older preschool age is carried out in the following areas:

- education of sound culture of speech;

- vocabulary work;

- formation of the grammatical structure of speech;

- the development of coherent speech.

The sound culture of speech is, first of all, the awareness of the phonological means of the language, the intonational expressiveness of speech. It must necessarily be associated with teaching a child to read and write, the ability to recognize individual sounds in a word, to isolate hissing, whistling, sonorous, hard and soft, vowels and consonants. All this is necessary for the child to continue learning to read.

The child acquires speech through hearing. First, he learns to understand the speech addressed to him, and only then begins to speak himself. Therefore, it is necessary to protect it from strong sound influences (do not turn on the TV or music center at full power), treat them in time with a disease of the hearing organs, and prevent chronic rhinitis.

The exercises and games that the reader of this book will get acquainted with will help children learn concepts such as sound, syllable, word, sentence, after which they will be able to move on to the conscious compilation of coherent statements - narrative, description, reasoning.

Tasks are selected in such a way as to simultaneously solve various closely related tasks.

So, for example, having determined the sound or syllabic composition of a word, children begin to select definitions for it, which helps to consolidate the rules for matching words in gender, number and case.

At the next stage, they are invited to determine the meaning of the word or choose synonyms for it (words that are close in meaning) and antonyms (words that are opposite in meaning).

If a word has many meanings, the child can get acquainted with the phenomenon of polysemy, think about different meanings of the same word.

This technique allows you to successfully develop the language abilities of the child.

During this or that game or during the performance of the exercise, you should not strive to ensure that your child's answers completely coincide with the answers offered in this book.

Creative tasks cannot have the only correct, previously known answers or results. Each task contains only approximate solutions.

The main task of the classes is not to get the “needed” answer from the child or to impose his opinion, vision on him, but to teach him to think independently and defend his point of view, to form in him the feeling “I can!”. It is very easy to tell a child: “It doesn’t happen, you think wrong”, it is much more difficult to find a rational grain in every child’s answer. But if this succeeds, then the result will exceed the wildest expectations.

Games and exercises for the development of speech of younger preschoolers

The education of the sound culture of speech includes the work of teaching the correct sound pronunciation, which is the leading line in the development of the speech of children 3-4 years old.

For the development of the articulatory apparatus, the pronunciation of hard and soft sounds, it is advisable to use onomatopoeia, including the sounds of musical instruments and the voices of animals. For example, a child is given a pipe and a bell, the pipe plays “doo-doo-doo”, the bell rings “ding-ding-ding”. The cow yells: “mu-u”, the cat meows: “meow”.

By the age of three, as a rule, the child is intensively gaining vocabulary, begins to speak in phrases. Simultaneously with the development of speech, the thinking and imagination of the child develops. Attention, memory, thinking are the foundations on which speech is built.

Good diction can be achieved with the help of tongue-twisting jokes (“Would-would-be-there is smoke from the chimney”) or nursery rhymes, sayings, phrases containing a certain group of sounds (“The sleigh rides at the Sanya themselves”), pronunciation of words similar to by sound (mouse - bear, midge - fly).

Games and exercises for the pronunciation of hissing sounds can be thematically combined. So, for example, having introduced a child to the picture “Hedgehog and hedgehog”, you can invite him to clearly pronounce phrases with the sounds “sh” and “g” (“Zha-zha-zha - we saw a hedgehog”, “Zhu-zhu-zhu - bump we will give a hedgehog", "Zh-zh-zh - bumps where do hedgehogs get?", "Sha-sha-sha - we bathe the baby", "Shu-shu-shu - I will give the baby a toy", "Shi-shi-shi - where do the kids play? Such exercises not only help the child master the interrogative intonation, but also develop his sense of rhythm.

By focusing the attention of the baby on a certain sound with a clear pronunciation of a word, phrase, it is easy to bring him to an understanding of the terms "sound" and "word".

It is necessary to pay attention to the development of intonational instinct, tempo of speech, diction, voice power, since these elements are necessary for the further comprehensive development of speech.

Below are some games that can be played with toddlers.

Whose voice is this?

Target: to teach the child to distinguish between adult animals and their cubs by onomatopoeia, as well as to correlate the names of an adult animal and its cub.

Props: figures of a mouse and a mouse, a duck and a duckling, a frog and a frog, a cow and a calf, a cat and a kitten. In the absence of figures, you can fashion them together with your child from plasticine or use pictures.

Game progress

Animals came to visit you, they want to play. Guess whose voice it is:

- Meow meow. Who is meowing? (Cat.) And who meows in a thin voice? (Kitten.) How does he meow? (Meow meow.)

- Moooo - who is mooing like that? (Cow.) And who is her cub? (A calf.) In what voice does he bellow? (Thin.) Now listen again and guess who it is mooing - a cow or a calf.

Similarly, the game is played with the rest of the toys.

When talking with a child, constantly pay attention to your own speech: it should be clear and intelligible. Do not speak loudly to the child, do not speak too fast.

In such games, you can teach a child to distinguish between adult animals and their cubs by onomatopoeia (a cow lows in a loud low voice, and a calf in a quiet high voice; a frog croaks loudly, and a frog is quiet and thin).

Similar games can be played with a variety of animals. For example, a child is shown a picture in a book.

- It's a bird. She lives in the forest and sings her song: "ku-ku, ku-ku." Who is it? (Ku ... - the child is offered to pronounce the word on his own.)

- And who is this? (Rooster.) And we affectionately call him ... (Cockerel.) Petya-Cockerel cries ... (Ku-ka-re-ku.)

- Listen to the words “cook-u-ear”, “petu-u-uh”, “u-u-duck” (the sound “u” is distinguished by the voice). These words have the "y" sound.

Sound design determines the emotionality and expressiveness of the statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a declarative sentence, question or answer.

For example, a Russian folk song “Ryabushechka Hen” is read to a child, after which they are asked to answer the following questions:

- Ryabushka hen, where are you going?

- To the river.

- Ryabushechka hen, why are you going?

- For water.

- Ryabushka chicken, why do you need water?

- Water the chickens. They want to drink.

They squeak all over the street - pee-pee-pee!

A very good result is the use of tongue twisters, phrases from poems, it is useful to pronounce them with different voice strengths (quietly - loudly - in a whisper) or at a different pace (quickly - slowly). You can also change intonations (ask, answer, convey joy, sadness, surprise).

The main attention in vocabulary work is paid to the accumulation and enrichment of the vocabulary on the basis of objects and phenomena from the child's environment, as well as to the activation of the use of various parts of speech, not only nouns, but also verbs, adjectives, and adverbs.

In the process of classes, it is necessary to demonstrate to the child that each object, its properties and actions have their own names. To do this, you need to teach him:

- distinguish objects by essential features, correctly name them, answering the questions “what is it?”, “Who is it?”;

- formulate the features of each object, highlight its characteristic features and qualities (“what?”);

Encountering familiar objects in games and tasks, the child, with the help of an adult, establishes connections between them, learns to convey what he sees in words. His active vocabulary is growing, the grammatical structure of speech and pronunciation are normalizing.

- to determine actions related to the movement of toys, animals, their condition, possible actions of a person (“what is he doing?”, “what can be done with him?”).

Such training is carried out in games like “What kind of object?”, “Tell me what”, “Who can do what?”.

Train

Target: help children remember the sequence of actions when transporting dolls from one station to another, encourage them to use speech during the game. Continue teaching children how to play with peers. Introduce such new words as "station", "railway", "journey" into the lexicon.

Props: a large toy train, if there is a railway; houses that will serve as stations; small toys (bear cub, bunny, mouse, duck, etc.).

Game progress

The houses are placed close to each other, at the same time explaining that these are stations where trains always stop. During the game, it is desirable to give each of them a name.

Then the children are offered to ride a bunny or a bear on the train (it is very important to make sure that the toys do not fall during the movement). First, they ask one of the children to transport the toy from one station to another, and then they complicate the task a little by introducing new elements of the game (land the bear at this place and take only the duck further).

During the game, children are asked if they saw real trains, perhaps someone even rode them, did they like this trip, where would they like to go.

guess the toy

Target: to form the ability to find an object, focusing on its signs and actions.

Props: 3-4 toys.

Lesson progress

First you need to show the child toys, naming each of them: "This is ... (hare, fox, duckling)". After that, you should tell him about each toy, naming its external signs: “He is gray. The tail is short and the ears are long. He loves carrots, jumps deftly. By these signs, the child must determine what kind of toy it is and correctly name it. Other toys are described similarly.

Who am I talking about?

Target: development of observation, the ability to navigate the main features of the described object.

The lesson is held in a group.

It is necessary to describe one of the children sitting in the room, naming the details of his clothes and appearance, for example: “This is a boy, he is wearing blue pants and a red T-shirt, his hair is blond and curly. He loves to play with clockwork machines."

Tell me what

Target: learn to identify and name the signs of an object.

Props: box with various toys, objects or products.

Lesson progress

Taking out one or another object from the box, you need to name it (“This is a pear”). The child names the signs of this object (“It is yellow, soft, tasty.” “It is a tomato.” - “It is red, round, ripe, juicy.” “It is a cucumber.” - “It is oblong, green, crispy”).

I know how to dress

Target: teach children to consistently put on and take off things, carefully put them in a locker, use words such as “take off”, “put on” and “put on”, “hang”, “put”, “put in place”. The game helps to develop accuracy, patience, love of order.

Props: doll, a locker with clothes for her (dress, tights, shoes, jacket, hat, coat or overalls).

Game progress

This game is played by 5-6 people. They explain to the children that today the Lena doll will go for a walk, but for this she needs to get dressed. What is needed for this? (Children list the clothes that they themselves wear for a walk.) Then the leader opens the toy locker and shows the doll's outfits. The children choose from them those that are needed at this time of the year. Only then should you ask to dress Lena, who still does not know where to start. If the children are having difficulty dressing the doll because of the tiny outfits, they should be helped verbally or by actions.

After a short walk around the room, the guys decide that it's time to undress the doll. Here it is necessary to tell the guys that things need to be folded neatly and in their place.

You can make the game more diverse and interesting if you ask one of the guys to speak on behalf of the doll. Then the rest of the group will be happy to communicate with Lena and play with her.

What happens?

Target: teach to name the objects corresponding to them by one or another sign.

Props: missing.

This game is similar to the previous one, the difference is that a suitable noun is selected for the original word (adjective). For example: green - cucumber, Christmas tree, grass, fence, etc.

Game progress

Children can be invited to name everything (everyone) that (who) happens:

- happy or sad

- evil or good;

- quiet or loud;

- rough or smooth;

- hot or cold;

- fluffy or prickly;

– fast or slow;

- slippery, surprised, calm, solemn, playful, funny, mysterious, bright, etc.

At the same time, it is necessary to make sure that the meaning of the word is understood by both the child and the adult in the same way.

This game allows the child to see the "similarity" of a wide variety of objects, objects, phenomena to each other, contributes to the development of speech and observation.

Name the subject

Target: to acquaint children with the purpose of such items as a needle, iron, tooth and clothes brushes, a knife, etc. To teach how to compose diminutive nouns by analogy (brush - brush, thread - thread), as well as correctly and clearly pronounce words.

Props: 2-3 large buttons, thread, children's toothbrush, clothes brush, pictures of items such as needle, iron, knife, scissors, large box.

Lesson progress

Gather all the children together and open the box, which contains a variety of objects and pictures. Then they ask the children to name what they saw. Having laid out all the things on a flat surface, you can ask to determine what they are for.

Summing up what was said by the children, they draw the attention of the kids to the fact that each item has its own purpose. It should be noted that there are objects that are very similar, only have different size(brush and brush), and objects that are very different, despite the fact that they are called differently (the key to the door and the key is a small stream), and sometimes you can determine the size by one name (chair - high chair, doll - doll, etc. .). After that, the teacher can ask the children to name words by analogy, for example, “knife” and “knife”, “needle” and “needle”, “iron” and “iron”, etc. Thus, children in this game not only reinforce existing knowledge, but also acquire new ones.

Recognition

Target: to teach to recognize an object, an object by a group of definitions (adjectives) or by a group of words-actions (verbs).

Props: missing.

Lesson progress

Suggested words should be related to the child's sensory and practical experience. For example:

- green, slender, white-trunked - birch;

- sparkles, warms the earth, disperses darkness - the sun.

fix the mistake

Target: teach to see the discrepancy between the features of familiar objects shown in the figure and name them.

Given the age and level of speech of the child, start the lesson with the most familiar material, for example, with the topic "Toys". Then move on to more difficult exercises.

Props: paper and colored pencils or a set of pre-prepared pictures.

Lesson progress

You need to draw or show a picture and invite the child to find inconsistencies:

- a purple chick pecks at a candy;

- a teddy bear with rabbit ears;

- the fox is green and without a tail, etc.

The child corrects: the chicken is yellow, pecking at the grains; the bear cub has round little ears; the fox has a long tail and a red fur coat.

Who is talking

Target: draw the attention of children to the fact that all animals communicate with each other in different ways; to systematize the already existing knowledge of the children; learn to perceive the environment with the help of hearing.

Props: drawings or large photographs of various animals - such as cat, dog, bear, cow, frog, duck, rooster, crow, mouse - and tape recordings of the voices of various animals.

Lesson progress

Children are seated in a circle, in the center of which they put drawings or photographs, picture down. Then they tell the guys that today all the animals have forgotten how they talk, so they need help.

One of the children goes to the center of the circle, takes a picture and shows it to everyone playing. The guys call this animal in chorus. Then the driver invites any child to say how it talks. If he names correctly, he takes the next drawing.

When all the pictures are over, the teacher can invite the children to guess the animal by its voice. To do this, turn on the tape recordings of the voices of animals and birds.

What messed up Pinocchio?

Target: learn to find errors in the description of objects and correct them.

Props: Pinocchio doll.

Game progress

Pinocchio comes to visit the child. When describing his friends, he makes mistakes and makes inaccuracies in the description, for example: “The duck has a blue beak and long legs, it screams “meow”. "The hare has small ears, it is green." "The cat has a prickly coat, she is afraid of mice." The child corrects inaccuracies.

Who will see and name more

Target: to teach the child to single out and designate the external signs of the object with words.

Props: several toys.

Lesson progress

The participants of the lesson examine the doll, name the items of her clothes and talk about appearance(eyes, hair). After that, take a toy bunny. “He has a gray (soft, fluffy) fur coat, long ears, in one word you can say: a hare is long ... eared (long-eared). And the tail of the hare ... (short), so it is short-tailed. The cat is smooth, fluffy, her paws are white, which means she is white ... pawing (white-pawed).

build a house

Target: teach children to build a house from cubes; continue with these geometric shapes like square, rectangle and triangle; consolidate knowledge of the primary colors (red, blue, green, yellow); make the kids want to play together.

Props: 4-5 sets of constructor, consisting of parts of various shapes (rectangular, square, triangular, etc.) and color; small toys (wolf and 3 pigs).

Game progress

Children are divided into 3-4 groups of 5-6 people. Each group is given a constructor needed to build a house.

They draw the attention of the children to the fact that today there will be an unusual game, and tell an excerpt from the fairy tale "Three Little Pigs", when the wolf breaks the houses by simply blowing on them three times. Then the leader asks: "Why didn't the wolf manage to break the house of the older piglet?" To this the guys answer that it was made firmly, of stones.

After that, the teacher offers to build the same strong houses using the designer. Each action of the guys must be commented, for example: “First, take a red rectangle, put a blue cube on it exactly”, “... and we will make a roof from a triangle ...”. At the same time, the leader shows everything by example.

Particular attention should be paid to the fact that children do the work together without quarreling.

After the end of the "construction" the guys should be praised. You can evaluate the houses with the help of a wolf and piglets, who carefully examine the work and come to a common decision that everyone did a good job and did an excellent job with this difficult task.

What doll?

Target: teach to name various signs of a toy or any other object familiar to the child.

The child is told that the doll was called ugly, and she was upset. We need to help her and tell her how good and beautiful she is.

- Who is it? (Doll.) What is she like? (Elegant, beautiful.) What can Tanya do? (Play, draw, sing, dance.) Let's talk about Tanya together. “Our Tanya ... (the most beautiful). She has ... (an elegant red dress, a white bow, brown shoes, white socks).

From naming external features (color, shape, size) one can move on to listing the internal qualities of an object, its characteristics, and comparison with another object.

Who will say more words about an apple: what is it, and what is an orange?

Target: learn to name signs of similarity and difference between objects.

Props: several pairs of fruits or vegetables.

Lesson progress

Compare an orange and an apple. How are they similar and how are they different? (Both are round and sweet, the orange is orange and the apple is green.)

Matryoshkas

Target: teach children to correctly use the adjectives “large”, “medium”, “small”, distribute objects into groups depending on their size; instill a love of indoor plants, and develop children's speech.

Props: 3 nesting dolls of different sizes, 3 chairs for them, 1 large house, 3 indoor plants of different sizes and 1 small toy watering can.

Game progress

The game consists in the fact that the guys need to distribute all the objects by size (large, medium, small). Then the teacher asks why the children moved a large chair and a flower for a large nesting doll, and a small one for a small one. Then the leader asks the guys to close their eyes and at this time removes one of the objects. Kids need not only to guess what is missing, but to name exactly what has disappeared, for example, a medium high chair or a large nesting doll.

You can invite the guys to water the flowers from the watering can. In this case, you need to pay attention to the fact that a large flower needs more water than a small one, so it needs to be watered a little longer.

During the game, children are happy to look at other houseplants, available in the group, talk about what flowers grow in their homes and how to care for them.

Compare dolls

Don't take long. When you notice that the child has become less attentive, stop the activity or move on to another topic. However, next time, return to the exercise where you left off. Check if the child remembers well what is already known. Review topics from time to time.

Target: teach the child to correlate objects with different characteristics.

Props: 2 dolls, 3 balls.

Lesson progress

The child is offered to consider two dolls and say how they differ. The child gives the dolls names (Ira and Masha) and says: “Ira has blond and long hair, Masha has dark and short hair, Ira has green eyes, Masha has brown eyes, Ira is in a dress, and Masha is in trousers.”

“The dolls wanted to play, they took ... (balls). This ball ... (round, rubber, blue, small). And the other ball ... (big, red). What can you do with balls ... (throw, throw, catch, toss, toss).

“Look at this ball. It is more than blue, but less than red. What is he? (Average.)

Compare cubs

Target: to teach to distinguish objects (toys) by characteristic features.

Props: 2 teddy bears.

Lesson progress

The child is offered to consider two cubs different color and size: one black and large, the other brown and small.

– Name who they are and how they differ.

- One bear is big, it is black.

- How can you call him so that it is clear that he is black? (Chernysh, coal.)

– What can he do? (Growl, eat raspberries, honey, run.)

- How to name another bear so that it is clear that it is small? (Baby, baby.)

Close - far

Target: teach children to use words such as “far”, “very far”, “closer”, “very close”, develop the ability to compare distances; continue learning independence in the game with peers without the participation of an adult.

Props: 5-6 large toys (at the choice of the teacher), a large toy truck for transporting dolls.

Lesson progress

Children are asked to arrange the toys in the room in such a way that some are far away, others are not very, and still others are very close. Then they say that these dolls are very far away and they need to be moved closer (they ask one of the guys to complete this task). Then it is necessary to consolidate such concepts as “became closer”, “not very far”, “even closer”. Similarly, the toys are moved to the far corner, paying attention to the fact that it is very far away. When the leader sees that the children have mastered the concepts of “far” and “close” well, you can ask the children to move the puppets even closer or even further (to consolidate skills).

In the future, you can diversify the game if you play it on the street during a walk. This will cause the children even more interest in objects that are located far away and therefore did not attract attention to themselves before. It should also be noted that the distance, which was considered very far in the game room, is not so on the street, because there are objects located at an even greater distance.

Compare different animals

Target: to teach to compare different animals, highlighting opposite signs.

Props: toys (bear and mouse, fox and hare, wolf and bear).

Lesson progress

The child is offered to consider a bear and a mouse. Start a dialogue:

- The bear is big, and the mouse ... (small).

- What kind of bear ... (fat, fat-footed, clubfoot)?

- And what kind of mouse ... (small, gray, fast, dexterous)?

- What does the bear like ... (honey, raspberries)? And the mouse loves ... (cheese, crackers).

- The bear's paws are thick, and the mouse's ... (thin).

Who has a longer tail? The mouse has a long tail, and the bear ... (short).

Similarly, other animals are compared - a fox and a hare, a wolf and a bear.

With the help of visual material, children are taught to name words with the opposite meaning:

- the Ira doll is big, and Masha ... (small);

- the red pencil is long, and the black one ... (short);

- the green ribbon is narrow, and the white ... (wide);

- one tree is high, and the other ... (low);

- Ira's doll's hair is light, and Masha's ... (dark).

In children of primary preschool age, it is necessary to form an understanding of generalizing concepts and ensure that they use them:

- a dress, a shirt is ... clothes;

- a doll, a ball are toys;

- a cup, a plate is a dish.

It is also necessary to develop the child's ability to compare objects (toys, pictures), correlate the whole and its parts (locomotive, pipes, windows, wagons, wheels - a train).

It is necessary to teach the child to understand the semantic relations of words of different parts of speech in a single thematic space:

- a bird flies, a fish ... (floats);

- they build a house, soup ... (cook);

- the ball is made of rubber, the pencil ... (of wood).

The child can continue the started series of words:

- plates, cups ... (spoons, forks);

Don't forget to praise your child during class. Ask the question "Why?" more often. Do not get annoyed if the child did not understand you the first time. Help him with leading questions. Be patient!

- jacket, dress ... (shirt, skirt, trousers).

On the basis of clarity, acquaintance with polysemantic words is carried out:

- chair leg - table leg - mushroom leg;

- the handle of the bag - the handle of the umbrella - the handle of the cup - the handle of the doll;

- a sewing needle - a needle on the hedgehog's back - a needle on the Christmas tree.

Tanya's room

Target: to systematize children's knowledge about furniture and its purpose; to teach to distinguish these objects in the picture; develop imagination, the ability to generalize; enrich the vocabulary of children and encourage them to use full sentences and words such as "furniture", "furniture", etc.

Props: Tanya doll, a house for her, furniture of the appropriate size (table, chairs, bed, wardrobe, etc.).

Lesson progress

The teacher brings a large house for the doll to the group and tells everyone that today we will help the Tanya doll to correctly arrange the available items.

First you need to show the children the furniture and ask what it is for. Answers can be very diverse, such as "a chair to sit on." At the same time, the guys should be corrected, encouraging them to speak correctly (“they are sitting on a chair”, “the bed is needed for rest and sleep”).

Then the teacher may suggest arranging the furniture. During the game, children should comment on their actions, explaining why the bed was placed in the bedroom, and the dining table and chairs in the kitchen.

Particular attention in this game should be paid to the correct installation of objects, since you need not only to do this in a certain room, but also to create comfort in the house, without piling up everything in one corner.

Repeaters

Target: to consolidate children's knowledge of colors such as blue and red, to introduce the concepts of "left", "right", to continue the formation of the ability to perform clear coordinated actions with hands and feet at the same time.

Program content:

• To teach children to make descriptive stories about people of different professions using a plan.
• Continue to teach how to compose and use complex sentences in speech.
• To teach coherence, deployment, continuity of the statement.
• Exercise in the use of nouns in the dative case, verbs of the future tense, in the selection of words-actions.
• To consolidate the skill of self-control for pronunciation in independent speech.
• Develop memory, attention, thinking.

Equipment: demonstration pictures depicting people of different professions; a scheme for compiling descriptive stories; ball.

Previous work:

• Conversations "Professions of our mothers", "Professions of our fathers", "My dream"
• Reading V. Mayakovsky "Who to be?"
• Game "Riddles about professions"
• Game "How to say otherwise"
• Game "Who, what, for whom?"
• Game "Tell me a word"

Lesson progress

Organizing time.

Educator: Today I suggest you play the game “Guess the riddles, name the professions”, do you agree?

As you guess, pictures depicting people of different professions are placed on the board.

Who will cure all diseases and knows what is more useful for someone? (Doctor)

Who goes out to the fires, floods the fire, saves people? (Fireman)

Who drives the car, delivers the goods to the place? (Chauffeur)

Who cooks dinner for us: soup, meatballs, vinaigrettes? (Cook)

Who will build us apartments, schools, kindergartens, shops? (Builder)

Who guards our peace, will catch violators? (Policeman)

Who meets you in the kindergarten, reads good fairy tales? (Educator)

Music sounds. Dunno (a child of the preparatory group) runs in.

Dunno: Hello guys, I came to you directly from the Flower City!

Children and teacher: Hello Dunno! We are glad to see you. Today we are talking about people of different professions.

Dunno: But I know all the professions and even know how to heal, teach, cook dinner, drive a car and fly into space on a rocket. I even know who does what. For example:

1. The game "Fix the mistake."

(Dunno talks about what people of different professions do. Dunno's mistakes are corrected by children.)

• The cook treats, and the doctor prepares;
• The painter paints and the artist paints;
• The astronaut drives, and the driver flies.

Educator: You see, Dunno, it turns out that you still don’t know everything. Stay with us.

(The teacher invites Dunno to stay in class.)

Educator: Get in a circle with the guys, I suggest playing another interesting game

2. Ball game “Who works where?”

School teacher; cook - in the dining room; builder - at a construction site; the doctor is in the hospital; tailor - in the studio; salesman in the store; hairdresser - at the hairdresser's; fireman - in the fire brigade.

Educator: Dunno, do you want to play another game?

3. The game "Guess from the actions who it is and what it does?"

Children in a circle, one driver is selected who leaves the room, the rest agree on the actions of a person of a particular profession. The driver enters and guesses the profession of a person by the movements of the children.

Dunno: Yes, you guys are great, now I see how much you know about people's professions.

Educator: Dunno, but the guys already know who they will be when they grow up big. Let's sit down on the carpet and the guys will tell you.

4. The game "Who will you be?".
The children respond with:

I will be a builder, I will build houses, schools.

– I will drive a car, transport goods, etc.

5. The game “Who needs what for work?”

Educator: Now go to your tables where task cards are waiting for you. Choose the right tools for your future profession.

- The doctor needs a thermometer, paper, a pen for writing prescriptions, a phonendoscope;

- the teacher needs books, a pointer, a board, chalk;

- a policeman needs a walkie-talkie, a weapon, a police car;

- the hairdresser needs scissors, a comb, a hair dryer, etc.

6. Drawing up a descriptive story about the professions of people according to the scheme.

• The name of the profession.
• Place of work.
• What does a person in this profession do?
• What does he need to work?

The teacher offers to consider the scheme and clarifies the sequence of storytelling with the children.

Sample story: This is a hairdresser. He works at a hairdresser. The hairdresser cuts people's hair and makes them beautiful trendy hairstyles. For work, he needs: scissors, combs, hair dryer, curlers, perfume.

7. Independent stories of children.

8. Analysis by children of the stories of their comrades.

Relaxation. "Lazy".
Educator: Today my children studied a lot, played and were probably tired. I suggest you be a little lazy. Imagine that you are lazy and bask on a soft, soft carpet. The surroundings are quiet and calm, you breathe easily and freely. A feeling of pleasant peace and relaxation covers your entire body. You rest easy, you are lazy. Rest your hands, rest your legs ... (pause - stroking the children). The arms are resting at ..., the legs are resting at ... Pleasant warmth covers your entire body, you are too lazy to move, you are pleased. Your breathing is perfectly calm. Your arms, legs, your whole body is relaxed. A feeling of pleasant peace fills you from within. You rest, you are lazy. Pleasant laziness spreads throughout the body. You enjoy complete peace and relaxation, which brings you strength and good mood. Stretch, throw off laziness and at the expense of "three" open your eyes. You feel well rested, you have a cheerful mood.

Dunno (participated in all stages of the lesson) thanks the children and says that he learned a lot about people of different professions and now he will not confuse them. Dunno says goodbye to the children and leaves.

Correct and beautiful speech develops under conditions of a decent speech environment, the necessary practice of speech, education, reading, which begins even before a person is born and continues throughout life.

Speech as a factor in human development

Language and speech are necessary for a person to fully communicate. Both of these phenomena are commonly referred to as social:

• language - lexical, phonetic and grammatical means for communication;
• speech is a complex form of communication communication activities people, which has developed historically through language.

Language constructs were created and continue to be created on the basis of certain rules. Coherent speech and language are never opposed and can be divorced from each other. The development of speech is facilitated by the need to communicate and unite people.

Historical experience and knowledge cannot be conveyed without the development of speech related to human life, and speech itself is one of the main indicators of its development. The need for speech is present in a person at any age, taking the form necessary for communication and self-expression:

• immediate;
• delayed;
• external;
• internal.

By developing speech, a person masters various types speech activity, mechanisms of speech and various language means.

Speech development tools include:

• learning in the process of communication;
• cultural language environment;
• fiction;
• various kinds of art.

There are the following types of speech:

• internal;
• oral;
• written.

The product of speech is called a speech statement, created independently or collectively.

Speech development begins from the first days of a child's life. The formation of the skills of correct coherent speech occurs simultaneously with the development of physical and mental abilities and occurs in two main directions:

• the use of language in practical activities, which contributes to the expansion of speech capabilities;
• during specially organized training.

Speech development depends on the following factors:

• proper speech environment;
• the influence of the speech of others;
• regular speech practice;
• family upbringing;
• training in educational institutions.

There are different points of view of researchers about the stages of development of human speech. Their number varies from two to four.

• Preparatory (passive)

The stage begins with the birth of a child and lasts up to a year. During this period, a reaction to communication is developed, an understanding of the direction of sound, readiness for game movements, a reaction to the words and desires of others.

• Preschool (standalone)

The period lasts from one to three years. Sounds and first words are still distorted, but there are attempts to compose phrases. There is an active accumulation of vocabulary. The child understands the meaning of words and uses them correctly in speech. The basic syntactic constructions of the native language are assimilated, but there are differences from the speech of adults in sound and meaning.

• Preschool (active)

The development of speech in the period of preparation for school is fast. The circle of communication of the child is expanding. Children learn to master coherent speech by correcting the pronunciation of whistling and hissing sounds. There is a skill of auditory control over pronunciation and mastery of different sentence structures. Connected speech acts as the main means of cognition and becomes contextual, i.e. deployed.

• School

The most responsible, serious and conscious stage in the development of speech. In the period up to 17 years, the basic rules of grammar in the construction of independent statements should be learned. The leading role is given to the development of a new type of speech - written. In parallel, the skills of mastering literary speech are developing. Due to the rapid personal development - the emergence of slang.

Tasks for the development of speech

Speech is the foundation of any mental activity and the main means of human communication. Words are the building blocks of speech. At each age stage of a person's life, there are certain tasks for the development of speech. The main thing is to teach a person to correctly and clearly express his thoughts in his native language, using oral speech.

To achieve the main goal, it is necessary:

• enrich and activate vocabulary (demonstrate the versatility of the meanings of words);
• to form the grammatical structure of speech (mastering the norms of changing words according to grammatical rules for building various sentences);
• educate the sound culture of speech (to form the ability to hear and correctly reproduce all the sounds of the native language, work on mastering the intonation structure, pronunciation and stress system in words);
• develop monologue and dialogic speech (a monologue is a more complex form of speech, therefore it is important to develop dialogic speech, gradually including a monologue);
• to acquaint with fiction (the more a person reads high-quality fiction, the better his speech, the more successfully he masters the skills of compiling coherent messages, retellings of events, and the greater the interest in the literary word).

Correct speech is the key to successful human development.

Principles for the development of children's speech during organized learning:

• cause speech activity of students by creating problematic speech situations;
• deepening the semantic perception of the educational text by analyzing its content;
• to form the concept of linguistics;
• develop linguistic flair;
• conduct exercises that develop coherent speech in the system;
• ability to express thoughts verbally and in writing.

The result of the development of speech

Ability to correctly and consistently express thoughts, express personal opinion- the result of formed communicative and speech skills. They differ as:

• aimed at creating a speech statement;
• related to the creation of the structure of the statement;
• associated with the use of language tools in accordance with speech tasks;
• aimed at understanding the content of speech utterance.

One of the important indicators of a child’s speech development is the ability to coherently express one’s thoughts, logically and consistently retell what has been read, compose grammatically correct sentences, intonationally and figuratively expressive messages. Connected speech (dialogue, monologue) demonstrates mastery of oral speech.

Researchers identify three age stage in the development of speech in children:

• junior (from 3 to 4 years old);
• medium (from 4 to 5 years);
• senior (from 5 to 6 years).

Junior: involves the use of simple sentences in speech, the completion of verses, the retelling of texts based on plot pictures. After processing the content of the pictures, adults, with the help of questions, help the children compose a coherent story from the pictures.

Intermediate: includes more complex work on mastering the skills of retelling literary works, independent writing of short stories based on toys and paintings, and making riddles.

Senior: develops an interest in self-composing and creating various types of creative stories.

The ability to speak coherently reflects the skills of a meaningful perception of the world and the correct expression of one's impressions.

Types of connected speech are divided into dialogic and monologue.

Dialogic speech (dialogue) means the process of direct verbal communication in which two or more interlocutors participate, exchanging remarks.

The dialogue suggests:

• successive replicas;
• the presence of several participants;
• lack of expansion of thought;
• the use of colloquial vocabulary;
• short reflection on statements;
• stimulation of statements by internal and external motives.

Monologue speech means a detailed, complete, clear, interconnected narrative. The process of direct communication requires attention, a specific appeal of one person to another or a group of listeners.

The monologue suggests:

• use of literary vocabulary;
• preliminary long consideration of the statement;
• full development and formulation;
• the ability to choose the necessary words and constructions to accurately convey the idea.

There are the following methods for the development of coherent speech in children:

• visual;
• verbal;
• practical.

Each of them forms a set of techniques that solve didactic problems:

• acquaintance;
• fastening;
• processing.

Visibility involves the following types of observations:

• direct - excursions, contemplation, looking at;
• mediated - drawing, looking at illustrations, compiling stories about what they saw.

Visual model includes:

• retellings;
• comparative stories-descriptions;
• creative expressions on a given topic.

verbal methods

The verbal methodology for the development of speech necessarily includes work with various questions (i.e., verbal appeals suggesting an answer).

Questions are:

• basic (reproductive and search);
• auxiliary (suggestive and suggestive).

They must be targeted, clear, specific, corresponding to the level of development of the child.

With the help of questions, the child learns:

• reading and then retelling a literary work;
• learning poems or passages of prose by heart;
• retelling;
• summarizing what has been read or heard;
• story without visuals.

Practical Methods

Speech practice involves a variety of games and practical tasks:

• plastic sketches;
• dramatization;
• staging;
• round dance games.

The rich and meaningful speech of the child facilitates the expression of his thoughts, expands the possibilities of cognition of reality. Full-fledged future relationships with people and the development of the child's personality as a whole are impossible if speech is unclear. Difficulties in communication cause difficulties with adaptation and worsen, as a result, character.

Games, practical exercises will help to develop the correct pronunciation, the construction of coherent logical statements.

The basis of games for development colloquial speech is the free and grammatically correct speech of adults. Games stimulate interest in the development of speaking skills, carry positive emotions, eliminate closure.

Educational games are aimed at developing:

• communication skills;
• mastering the skills of a logically coherent statement;
• vocabulary formation;
• development of auditory attention;
• development of attention, memory, thinking.

Speech development techniques

Elements of speech development methods are called techniques.

Techniques for the development of speech in pedagogical practice are used in a complex manner.

Their application depends on:

• assigned tasks;
• the age of the trainees;
• individual qualities of children;
• subject of study;
• degree of preparation of pupils.

A stable classification of techniques for improving coherent speech has not been created, so the techniques are conventionally divided according to the role played by visibility and the emotional component. Accordingly, the methods are:

• straight;
• indirect.

Direct methods for developing coherent oral speech skills include:

• verbal samples;
• instructions;
• explanations.

Speech patterns are understood as the correct language activity of a teacher or educator. The template needs clarification and guidance. The speech pattern precedes the coherent statements of children.

With the help of instructions, adults explain to children by what means and actions the desired result is achieved.

Directions are used to:

• educate;
• organize;
• discipline.

It is easier to reveal the essence of ongoing actions to students with the help of explanations, therefore this technique is especially often used in the work on mastering words and expanding vocabulary.

Indirect

Indirect (indirect) methods are called:

• recommendations;
• hints;
• amendments;
• address appeals;
• objections;
• comments.

Indirect methods for the development of coherent speech are usually used in combination with others. Purpose: due to the variety of techniques used, the child is encouraged to certain speech actions.

Verbal tricks

The verbal techniques for the development of coherent speech in children include:

• memorization of poetry and prose;
• retelling of what was heard;
• compiling different stories with and without visual aids;
• conversations about what they saw and heard;
• commenting on actions;
• repeated pronunciation (repetition);
• mediated communication through a toy.

An important condition for the development of a child's coherent speech is the creation of comfortable conditions and the constant assistance of adults in the assimilation of grammatical and lexical norms of oral speech by children.

The speech of the child is formed from a very early age and therefore specially organized training sessions that develop speech will help to understand whether the process of mastering speech norms is going on correctly:

• Is the child’s vocabulary sufficient to compose a coherent statement on the topic;
• whether their connection with each other is used correctly;
• whether the pronunciation corresponds to the norms of correct speech;
• whether the child understands what is happening around him.

Intensive accumulation of words occurs in children from one to three years old, when they are already able to speak in whole phrases.

Connected speech is based on the development of:

• attention;
• hearing;
• memory;
• thinking;
• imitations.

Connected speech of children develops in two directions:

• understanding the speech of others;
• formation of skills of own active speech.

The work on the accumulation of active and passive vocabulary takes place in the classroom, when children hear clear, correct, unhurried speech of adults. In this case, the child, repeating what he heard, learns pronunciation, grammatically correct construction of sentences, accumulates vocabulary.

Replenishment of the vocabulary involves the inclusion in the child's speech parts of speech: nouns, verbs, adjectives, adverbs. At the same time, the skills of constructing phrases are mastered. Phrasal speech is important in the overall development of coherent speech in children.

The development of active speech stimulates imitation. Having reproduced sounds and words for an adult, the child at first “sounds” like an echo. However, imitation is an innate skill of all people. The meaningfulness of imitation appears when speech is connected with familiar objects of the surrounding world. Therefore, develop speech imitation more favorable during games, depicting a car, plane or animal with the child.

The period of active use of vocabulary may not come as quickly as adults would like, because. any child has a period of accumulation of knowledge, when vocabulary is passive. The dynamics of success can be traced in a special diary, which records any achievements of the child and the emergence of new words and phrases in his vocabulary.

Lesson Requirements

Imitation of adult speech underlies the accumulation of knowledge and skills for the development of coherent speech, so it is important to create favorable conditions for this during classes:

• take into account age characteristics;
• focus on the level of development of the child's speech;
• start classes with familiar topics (“Favorite toys”, “Fairy tales”);
• complex exercises to master gradually;
• create a calm environment;
• observe the regularity and duration of classes;
• periodically review what has been learned;
• be sure to praise the child even for small achievements;
• keep calm even in the case of slow (in your opinion) assimilation of the topic.

Influence fiction it is difficult to overestimate the development of beautiful correct speech, so read to your child as many works as possible, drawing his attention to the speech of the heroes of fairy tales, stories and poems.

The totality of sounds spoken and perceived by people is called speech.

Connected speech performs various functions:

• communicative, i.e. transmission of information through sounds;
• intellectual, i.e. serving as a means of thinking and manifested in dialogic and monologue speech;
• regulatory, i.e. management of the psyche and behavior;
• psychodiagnostic, i.e. making it possible to judge the mental state of a person;
• linguistic, i.e. belonging to a certain linguistic culture.

The degree of speech development determines the readiness and ability of a person to live in society.

Improving skills is given serious attention in all educational institutions, starting with kindergarten. There are certain norms for the development of coherent speech:

• understand requests consisting of 2 parts (“get up and take it”);
• know prepositions (“on the couch, under the table”);
• to distinguish homogeneous objects;
• vocabulary up to 400 units;
• be able to compose phrases containing up to four words.

• name, age and gender;
• perform simple assignments (“give, pick up”);
• talk about your impressions about what you saw or heard;
• perceive plot pictures;
• use the plural in speech;
• follow instructions in two steps (“first we will do one thing, and then we will do another”);
• use conjunctions and prepositions in speech;
• use a dictionary of about 500 words.

• ask questions using interrogative pronouns;
• be able to coordinate nouns with adjectives and numerals;
• form diminutive forms of nouns;
• listen to long stories;
• make up complex sentences up to five words;
• own a vocabulary of up to 1500 units.

• talk about the practical use of objects, understand what materials they are made of;
• correctly state your address;
• name antonyms and distinguish between “right-left”;
• use grammatical categories of time;
• own the skill of oral counting up to 10;
• be able to retell a story or fairy tale;
• vocabulary up to 3000 units;
• write sentences up to 6 words.

• retell past events;
• express an attitude towards what is said;
• pronounce all sounds correctly;
• use abstract concepts;
• dictionary up to 4000 units.

• ask questions and answer them;
• use generalizing nouns;
• be able to compose short stories, describe pictures;
• use synonyms.

A child who owns the correct coherent speech easily communicates with the outside world, communicates and is able to express his thoughts with the help of words and phrases. To acquire coherent speech skills that are not innate, special classes are held in educational institutions to develop the speech of preschoolers.

These classes are inextricably linked with the work of parents on the development of speaking skills for the successful adaptation of the child in society and in the future while studying at school.

According to GEF (new educational standards) speech development classes should solve the following tasks:

• to form the speech of children so that they can communicate with others without difficulty;
• enrich the active vocabulary of children;
• develop creative speech through exercises for compiling stories, poems, creative works;
• introduce children to reading works of art and introduce them to all genres of literature;
• develop phonemic hearing: the correct assimilation of stresses, sounds in words.

To accomplish these tasks, there are methods and a system of exercises used in combination to facilitate the development of speech.

In the younger group

The formation of coherent speech skills begins from the first days of a child's stay in preschool. Already in the younger group of the kindergarten, special forms of communication are used for the development of speech, corresponding to the age of the children of the first junior group. The main form of communication between children and others during this period is dialogue.

During the day, educators conduct appropriate classes with children to develop the speech skills of children in the younger group.

Forming the skills of a culture of sound speech:

• learning articulation of sounds, hissing, deaf consonants;
• reproduction of the intonation of spoken phrases;
• setting the rhythm and tempo of speech.

Formation of children's vocabulary:

• introduction of new speech samples, prepositions;
• explanation of the word-formation possibilities of the language, the formation of diminutive and caressing words;
• generalization of concepts;
• the introduction of commonly used words instead of onomatopoeic ones (“dog” instead of “av-av”).

Formation of the grammatical structure of speech:

• changing the number and case of nouns (one cup or two cups; you stand - I stand);
• construction of simple sentences.

Development of dialogue skills:

• conversations with children about the events taking place around;
• help in communicating with peers, answering questions;
• mastering the imperative mood (sit down, bring it, pick it up).

In the middle group of kindergarten, children experience a qualitative leap in mastering coherent speech. They consciously change the volume of their voices and are able to reproduce intonations, actively accumulate vocabulary.

During this period, more serious requirements are already being placed on children:

• communication culture, i.e. speak in phrases, do not shout or interrupt others;
• initiative in communication and mastering the skills of monologue speech;
• mastering the skills of behavior during classes and walks.

Educational classes with preschoolers in the middle group are held in a new way:

• there are excursions outside the preschool educational institution;
• mastering the skills of retelling and compiling their own stories;
• training in dramatization, participation in role-playing games and active memorization of poems and songs;
• inner speech is formed.

In the senior group

At the senior preschool age, classes with children are subordinated to the main goal: improving existing knowledge and active preparation for the upcoming schooling. All techniques for improving oral speech are aimed at:

• communication training (verbal and non-verbal);
• correction of pronunciation defects;
• education of the culture of speech.

Active ways to improve speech skills:

• story games,
• quiz,
• work on the clarity of diction,
• dramatization of fairy tales,
• comparative descriptions of pictures and objects.

Children in the older group of the garden are actively building up their vocabulary. Normally, up to several thousand words. As a result of well-organized classes, it improves:

• reproduction of hissing, whistling and sonorous sounds;
• intonation improves;
• speech acquires expressiveness;
• the skills of word creation are acquired;
• develops the ability to build grammatically correct sentences.

Children in the preparatory group of the kindergarten are practically schoolchildren. Very little time is left for them to master and improve the skills of coherent speech so that they do not have to face difficulties at school.

Classes for the development of speech in children of the preparatory group are structured in such a way as to develop skills:

• conducting sound analysis of words;
• composing riddles about sounds;
• ability to complete rhythmic phrases;
• choosing from a number of synonyms one that is exactly suitable for use in the story;
• understanding the meaning of antonyms;
• construction of statements of different types.

To achieve the goal of developing speech skills, speech corners are organized in groups. Materials for the development of speech contain:

• cards with games and exercises;
• plot pictures for compiling stories;
• word games;
• poems, tongue twisters, nursery rhymes;
• games for the development of fine motor skills.

• verbal;
• gaming;
• visual.

The most difficult exercise is when children are asked to come up with a story on their own, and the child chooses the topic.

Upon completion of the preparatory group, the child should be able to:

• maintain a conversation on a given topic;
• listen to the statements of other children;
• convey the content of literary works without violating the logical sequence;
• perform creative tasks according to the proposed model.

Professor of Moscow State University V. Anikin, a philologist and connoisseur of Russian folklore, called the tongue twister a “funny game”, during which difficult words and phrases are repeated at speed.

This educational game becomes interesting because familiar letters in certain combinations are difficult to pronounce and confuse - “cuckoo on cuckoo”, “firewood on the grass”, etc. It's all about permuting similar and different sounds.

Tongue twisters are a necessary tool for the development of speech.

They are helping:

• improve diction by training hard-to-pronounce words and sounds;
• form a beautiful speech;
• replenish vocabulary;
• pronounce all the letters correctly without “swallowing”, difficult.

For setting diction, tongue twisters are divided into categories according to the degree of complexity.

For effective learning, you need to carefully prepare for working with tongue twisters:

• select those that correspond to the age of the child;
• use few samples;
• explain the meaning of the tongue twister by slowly pronouncing the text;
• to introduce game elements into training.

monologue speech

The statement of one person addressed to the listeners is called a monologue speech or a monologue.

Signs of a similar form of speech:

• duration;
• volume;
• structure;
• easily changeable topic of the utterance.

There are two types of connected monologue:

• addressed to the audience (report, lecture, public speaking);
• facing oneself, i.e. not suggestive of a response.

Possession of monologue speech involves certain skills:

• the use of speech structures for the sensible expression of one's thoughts;
• narrative and descriptive messages on the topic using plot pictures;
• compiling descriptive texts according to the plan.

The method of teaching coherent monologue speech involves:

• the formation of certain skills in students to express their thoughts with the help of learned materials;
• improving skills with support exercises.

Any kind of monologue - story, description, retelling - require some kind of support.

Support means:

• situations;
• prepared material (questions, descriptions);
• prepared texts;
• visual situations;
• finished structures;
• logic.

The main causes of deviation in speech

Availability in modern world interactive entertainment and technological teaching methods does not mean the full development of speech. On the contrary, statistical data indicate a large number of children suffering from deviations in speech development.

Speech disorders indicate deviations that are unacceptable in the norms of the language.

Researchers identify the following reasons for deviations:

• heredity;
• consequences of injuries;
• deviations in development;
• bilingual families.